You are here:

Perceived Value of Educational Hypermedia: An Exploratory Study


American Journal of Business Education Volume 3, Number 8, ISSN 1942-2504


This paper explores the idea of perceived value of educational hypermedia by extending prior research in advertising and information systems. It proposes that the value of a course support site comes from both its information content and users' experience when they visit the site. The cognitive antecedents of a site's perceived value include perceived informativeness, perceived entertainment and perceived irritation. Through a field study using a course companion site and the subsequent data analysis via structural equation modeling (SEM), this study confirms that learners appreciate informative content in an entertaining format in accessing Internet-based course support. Findings of this study will help researchers and educators better understand the cognitive dimensions that enhance the perceived value of a learning technology.


Gao, Y. & Wu, X. (2010). Perceived Value of Educational Hypermedia: An Exploratory Study. American Journal of Business Education, 3(8), 13-20. Retrieved November 14, 2019 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.